Input Processing and Grammar Instruction in Second Language Acquisition

Hispania ◽  
1997 ◽  
Vol 80 (4) ◽  
pp. 811
Author(s):  
Jack B. Jelinski ◽  
Bill VanPatten
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Grammar Instruction ◽  
Input Processing

scholarly journals An application of answer set programming to the field of second language acquisition

2014 ◽  
Vol 15 (1) ◽  
pp. 1-17 ◽  
Author(s):  
DANIELA INCLEZAN
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Use ◽  
Theory Development ◽  
Answer Set Programming ◽  
Passive Voice ◽  
Input Processing ◽  
Future Theory ◽  
Answer Set

AbstractThis paper explores the contributions of Answer Set Programming (ASP) to the study of an established theory from the field of Second Language Acquisition: Input Processing. The theory describes default strategies that learners of a second language use in extracting meaning out of a text based on their knowledge of the second language and their background knowledge about the world. We formalized this theory in ASP, and as a result we were able to determine opportunities for refining its natural language description, as well as directions for future theory development. We applied our model to automating the prediction of how learners of English would interpret sentences containing the passive voice. We present a system, PIas, that uses these predictions to assist language instructors in designing teaching materials.

What should be explicit in explicit grammar instruction?

2015 ◽  
Vol 5 (2) ◽  
Author(s):  
Noriko Nagai ◽  
Seiki Ayano ◽  
Keiko Okada ◽  
Takayuki Nakanishi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Grammar Instruction ◽  
L2 Learners ◽  
Explicit Grammar ◽  
Explicit Grammar Instruction ◽  
Metalinguistic Knowledge

AbstractThis article proposes an approach to explicit grammar instruction that seeks to develop metalinguistic knowledge of the L2 and raise L2 learners’ awareness of their L1, which is crucial for the success of second language acquisition (

scholarly journals Comprehension and Production Practice in Grammar Instruction: Does Their Combined Use Facilitate Second Language Acquisition?

2002 ◽  
Vol 23 (1) ◽  
pp. 6 ◽  
Author(s):  
Takeo Tanaka
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Use ◽  
Relative Effectiveness ◽  
Grammar Instruction ◽  
Production Practice ◽  
Combined Use ◽  
Fluent Language

Grammar instruction usually consists of explanation, feedback, and practice. Recent studies (e.g., Dekeyser & Sokalski, 1996; Ellis, 1993, 1995; VanPatten & Cadierno, 1993) focus on the relative effectiveness of comprehension and production practice in grammar instruction yet tend to treat the two forms of practice as mutually exclusive. Previous studies on input and output processing in second language acquisition, however, indicate that comprehension and production practice each play unique roles in the development of knowledge, promoting accurate and fluent language use. Suggesting that the two forms of practice can be complementary, this study examines the effects of combining comprehension and production practice in grammar instruction and considers the role of practice in second language acquisition.

scholarly journals Natural and Instructional Input Practices: Consciousness-Raising in ELT

2016 ◽  
Vol 4 (1) ◽  
pp. 156
Author(s):  
Mona Hassanzade ◽  
Mehry Haddad Narafshan
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Young Children ◽  
Target Language ◽  
Grammar Instruction ◽  
L2 Acquisition ◽  
Speed Up ◽  
Explicit Grammar Instruction ◽  
The Impact

<p>Many researchers on language acquisition agree that early onset is important when acquiring a second language (L2). Second language acquisition depends on the experience of the target language. Accounts of successful L2 acquisition have accordingly emphasized the importance of the quality of the input available to the learners. Consequently, this study probes the impact of input quality on second language grammar comprehension and production of young children. 40 infants (3 to 4 years old) were selected as the sample of this study. The results revealed that explicit input which draws learners’ attention to linguistic form and structure caused a better grammar comprehension and production in young children; explicit grammar instruction can serve to speed up both grammar comprehension and production process.</p>

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